11/15/13

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Theory  of  Ac+on,  

ABA,  &  PBIS  

 2013  New  England  PBIS  Forum  

Norwood,  MA    

George  Sugai    

University  of    ConnecEcut  Center  on  PosiEve  Behavioral  IntervenEons  &  Supports  

Center  for  Behavioral  EducaEon  &  Research  15  Nov  2013  

www.pbis.org          www.cber.org  2:50-4:05

PURPOSE

Highlight importance of grounding PBIS

practices & systems in both conceptually &

empirically sound implementation, &

describe how behavior analysis is reflected

within PBIS implementation

•  Rationale

•  Theory of Action

•  ABA & PBIS in School Reform

•  Guiding Principles  

Today: School-wide

Reform

School  Reform  Problem  Context  

School  violence   Under-­‐

achievement  

Suspension  &  

expulsions  

Disability  

DisproporEonality  &  Equity  

Restraint  &  seclusion  

Bullying  School  

compleEon  &  dropping  out  

Delinquency  

Substance  use  

School  Climate  

.  .  .  .  .  .  .  

School  

Reform  

Players  

Mental  Heath  Nursing  

Juvenile  JusEce  

Special  EducaEon  

Physical  &  OccupaEonal  Therapy  

 School  Counseling,  Social  Work,  &  Psychology  

Child,  Family,  &  Community  Health  

General  EducaEon  

Higher  EducaEon   Early  Childhood  

&  Preschool  

Unions  

Personnel  PreparaEon  

Federal  Government  

Business  

ETC.  

History: Shaping of

PBIS Framework

SYSTEMS!

PRACTICES!

DATA

!

Supporting!Staff Behavior!

Supporting!Student Behavior!

OUTCOMES!

Supporting Social Competence &!Academic Achievement!

Supporting!Decision!Making!

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity

Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures

Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response

Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response

Universal Interventions • All students • Preventive, proactive

Universal Interventions • All settings, all students • Preventive, proactive

Designing School-Wide Systems for Student Success

Early PBIS Features

Leadership Team

Funding Visibility Political

Support

Training Coaching Evaluation

Active Coordination

Local School Teams/Demonstrations

PBS Systems Implementation Logic

Emphasis on Prevention

•  Tertiary (FEW)

–  Reduce complications,

intensity, severity of

current cases

•  Secondary

(SOME)

–  Reduce current cases

of problem behavior

•  Primary (ALL)

–  Reduce new cases of

problem behavior

PBIS  Shapers  

Kids  Educators  

Researchers  

District,  state,  federal  

administrators  

Legislators  

School  psychologists,  counselors,  social  

workers  

Teacher  trainers  

Community  mental  health  providers  

Business  people  

Non-­‐profits  providers  

Community  organizers  

Policy  makers  

Medical  personnel  

ETC.  

“Big Ideas” from Early Years

Teach & recognize behavior directly, school-wide

• Colvin & Sugai (1992)

Focus adult behavior in team-based SW action planning

• Colvin, Kame’enui, & Sugai (1993)

Consider ALL as foundation for some

• Sugai & Horner (1994)

Integrate evid.-based practices in 3-tiered prevention logic

• Walker, Horner, Sugai, Bullis, Sprague, Bricker, & Kaufman (1996)

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PBIS Conceptual Foundations

Behaviorism

ABA

PBS

SWPBS PBIS

Laws of Behavior

Applied Behavioral Technology

Social Validity

All Students

Pre-PBIS <1998

Research & Training Center

Positive Behavior Support

Effective Behavior Support

(PREPARE)

PBIS-I 1998-2003

PBIS Technical Assistance

Guide

Behavior Research

Center

3-tiered logic

PBIS-II 2003-2008

PBIS Implementation

Blueprint

NIRN-SISEP

Systems

PBIS-III 2008-2013

Response-to-Intervention

Evaluation Blueprint

Professional Development

Blueprint

PBIS-IV 2013-2018

Multi-tiered Support Systems

School-based Mental Health

School Reform

Abbreviated Timeline for PBIS Center

PBIS Framework

Features

PBIS (aka SWPBS) is for enhancing adoption & implementation of

of evidence-based interventions to achieve

& behaviorally important outcomes for

students

Framework

Continuum

Academically

All

SYST

EMS

PRACTICES

DATA

OUTCOMES

Vincent, Randall, Cartledge, Tobin, & Swain-Bradway 2011; Sugai, O’Keeffe, & Fallon, 2012ab

Supporting Important Culturally Equitable Academic & Social

Behavior Competence

Supporting Culturally Relevant Evidence-based Interventions

Supporting Culturally

Knowledgeable Staff Behavior

Supporting Culturally Valid Decision Making

Detrich, Keyworth, & States (2007). J. Evid.-based Prac. in Sch.

Start w/

What Works

Focus on

Fidelity

IMPLEMENTATION

Effective Not Effective

PR

AC

TIC

E Effective

Not Effective

Maximum Student Benefits

Fixsen & Blase, 2009

Universal

Targeted

Intensive

All

Some

Few Continuum of Support for

ALL

Dec 7, 2007

IMPLEMENTATION W/ FIDELITY

CONTINUUM OF EVIDENCE-BASED INTERVENTIONS

CONTENT EXPERTISE &

FLUENCY

TEAM-BASED IMPLEMENTATION

CONTINUOUS PROGRESS

MONITORING

UNIVERSAL SCREENING

DATA-BASED DECISION MAKING & PROBLEM SOLVING

PBIS SWPBS, RtI-B,

MTBF

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Funding Visibility PolicyPoliticalSupport

Training Coaching Behavioral ExpertiseEvaluation

LEADERSHIP TEAM(Coordination)

Local School/District Implementation Demonstrations

ESTABLISHING CONTINUUM of SWPBS

SECONDARY PREVENTION •  Check in/out •  Targeted social skills instruction •  Peer-based supports •  Social skills club • 

TERTIARY PREVENTION •  Function-based support •  Wraparound •  Person-centered planning •  • 

PRIMARY PREVENTION •  Teach SW expectations •  Proactive SW discipline •  Positive reinforcement •  Effective instruction •  Parent engagement • 

SECONDARY PREVENTION •  •  •  •  • 

TERTIARY PREVENTION •  •  •  •  • 

PRIMARY PREVENTION •  •  •  •  •  • 

Homework

Bradshaw, C.P., Koth, C. W., Thornton, L. A., & Leaf, P. J. (2009). Altering school climate through school-wide Positive Behavioral Interventions and Supports: Findings from a group-randomized effectiveness trial. Prevention Science, 10(2), 100-115

Bradshaw, C. P., Koth, C. W., Bevans, K. B., Ialongo, N., & Leaf, P. J. (2008). The impact of school-wide Positive Behavioral Interventions and Supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23(4), 462-473.

Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School-Wide Positive Behavioral Interventions and Supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, 133-148.

Bradshaw, C. P., Pas, E. T., Goldweber, A., Rosenberg, M. S., & Leaf, P. J. (2012). Integrating school-wide positive behavioral interventions and supports with tier 2 coaching to student support teams: The PBISplus model. Advances in School Mental Health Promotion 5, 177-193.

Bradshaw, C. P., Reinke, W. M., Brown, L. D., Bevans, K. B., & Leaf, P. J. (2008). Implementation of school-wide Positive Behavioral Interventions and Supports (PBIS) in elementary schools: Observations from a randomized trial. Education & Treatment of Children, 31, 1-26.

Bradshaw, C. P., Waasdorp, T. E. & Leaf, P. J. (2012). Effects of School-Wide Positive Behavioral Interventions and Supports on child behavior problems. Pediatrics, 130(5), 1136-1145.

Goldweber, A., Waasdorp, T. E., & Bradshaw, C. P. (in press). Examining the link between forms of bullying behaviors and perceptions of safety and belonging among secondary school students. Journal of School Psychology.

Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J., (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, 133-145.

Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), 1-14.

Waasdorp, T. E., Bradshaw, C. P., & Leaf, P. J. (2012). The impact of School-wide Positive Behavioral Interventions and Supports (SWPBIS) on bullying and peer rejection: A randomized controlled effectiveness trial. Archives of Pediatrics and Adolescent Medicine, 116(2), 149-156

RCT & Group Design PBIS Studies 6 Nov 2013

•  Reduced major disciplinary infractions •  Improvement in aggressive behavior,

concentration, prosocial behavior, & emotional

regulation •  Improvements in academic achievement

•  Enhanced perception of organizational health &

safety •  Reductions in teacher reported bullying behavior

& peer rejection •  Improved school climate

Theory of Action to

Address School Reform Defendable Theory of

Action

Theory-based explanation of phenomenon

Data based confirmation of

explanation

Implementation of explanation-based

actions

Data based confirmation of

effect

Parsimonious Comprehensive

Confirmable Replicable

Behavior Analytic

Approach Biology is important

Behavior is learned

Behavior & environment are functional

related Behavior is lawful, therefore

understandable & influence-able

Adjust environment to influence &

teach behavior

Setting Conditions Antecedents Behaviors Consequences

•  Conditions •  Strategy •  Interpretation

School  Reform  Problem  Context  

School  violence   Under-­‐

achievement  

Suspension  &  

expulsions  

Disability  

DisproporEonality  &  Equity  

Restraint  &  seclusion  

Bullying  School  

compleEon  &  dropping  out  

Delinquency  

Substance  use  

School  Climate  

.  .  .  .  .  .  .  

School  

Reform  

Players  

Mental  Heath  Nursing  

Juvenile  JusEce  

Special  EducaEon  

Physical  &  OccupaEonal  Therapy  

 School  Counseling,  Social  Work,  &  Psychology  

Child,  Family,  &  Community  Health  

General  EducaEon  

Higher  EducaEon   Early  Childhood  

&  Preschool  

Unions  

Personnel  PreparaEon  

Federal  Government  

Business  

ETC.  

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W/ defendable theory of action, you can…

Describe & understand conditions under which behavior occurs.

Use that understanding to develop strategy to affect likelihood that it will occur.

Explain results that you achieve & make adjustments if needed.

•  Conditions •  Strategy •  Interpretation

Problem Context

School violence Under-

achievement

Suspension &

expulsions

Disability

Disproportionality & Equity

Restraint & seclusion

Bullying School

completion & dropping out

Delinquency

Substance use

School Climate

. . . . . . .

NOT Equal

STUDENT BEHAVIOR

ADULT BEHAVIOR OUTCOMES

•  Aggression

•  Bullying behavior

•  Non-compliance

•  Insubordination

•  Social w/drawal

•  Truancy

•  Law/norm violations

•  Substance use

•  Weapon possession

•  Harassment

•  Self-injury

• 

•  Office referral

•  In school detention

•  Out of school suspension

•  Probation & parole

•  Arrests & incarceration

•  Restraint & seclusion

•  Mental health referral

• 

•  Disproportionality

•  Dropping out

•  School failure

•  Mental illness

•  School-to-prison pipeline

•  Achievement gap

•  Unemployment

•  Delinquency

• 

Apply Behavior Analytic Logic

Antecedents Behaviors Consequences

! CONTEXT

CONDITIONS STUDENT BEHAVIOR ADULT BEHAVIOR STUDENT OUTCOME

RIS

K

• Hunger • Chronic illness • Disability • Race • Gender • Violence & trauma

exposure • Unemployment • Gangs • Substance use • Mental illness •

• Aggression • Bullying behavior • Non-compliance • Insubordination • Social w/drawal • Truancy • Law/norm

violations • Substance use • Weapon

possession • Harassment • Self-injury • •

• Office referral • In school detention • Out of school

suspension • Probation & parole • Arrests &

incarceration • Restraint &

seclusion • Mental health

referral • •

• Disproportionality • Dropping out • School failure • Mental illness • School-to-prison

pipeline • Achievement gap • Unemployment • Delinquency • •

PREV

ENTI

VE-P

RO

TEC

TIVE

S

• Employment • Physical health • Recreation • Healthy diet • Preschool • Literacy exposure • Safe

neighborhoods • Positive role

models • •

• Problem solving • Conflict & anger

management • Asking for

assistance • Communicating

feelings • Literacy • Self-management

skills • Managing bullying

behavior • •

• Teach, supervise, reinforce

• Active supervision • Check in check out • Function-based

support • Positive

reinforcement • Precorrection • Opportunity to

respond • Generalization

training • Data-based

decision making • •

• Postsecondary education

• Employment • Family • Recreation &

leisure activities • Physical & mental

health • Positive peer group • Safe neighborhood • •

!

Setting Conditions Antecedents Student

Behaviors Consequences Setting Conditions Antecedents Adult

Behaviors Consequences

Prevention Logic for All Redesign of teaching environments…not students

Decrease development

of new problem

behaviors

Prevent worsening &

reduce intensity of

existing problem

behaviors

Eliminate triggers &

maintainers of problem behaviors

Add triggers &

maintainers of prosocial

behavior

Teach, monitor, &

acknowledge prosocial behavior

Biglan, 1995; Mayer, 1995; Walker et al., 1996 INCIDENCE

PREVALENCE

Prevention Objectives Prevention Actions

Antecedents & Consequences Behavior

PBIS & Tiered Technical

Assistance

Universal

Targeted

Intensive

All

Some

Few Continuum of Support for

ALL

Dec 7, 2007

Universal

Targeted

Intensive Continuum of

Support “Theora”

Dec 7, 2007

Science

Soc Studies

Comprehension

Math

Soc skills

Basketball

Spanish

Supports for all students are multi-tiered

Decoding

Writing

Technology

Instru

ction

Universal

Targeted

Intensive Continuum of Support for

ALL: “Molcom”

Dec 7, 2007

Prob Sol.

Coop play

Adult rel.

Anger man.

Attend.

Peer interac

Ind. play

Supports  for  all  students  w/  disabiliEes  are  mulE-­‐Eered  

Self-assess

Homework

Technology Behav

ior S

uppo

rt

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Universal

Targeted

Intensive Continuum of Support for

ALL “IFB School”

Dec 7, 2007

School Climate

Specials

Social Studies

Literacy

Attendance

Science

Numeracy

Supports  fo  schools  are  mulE-­‐Eered  

Technology

Writing

Crisis Prevention

Profes

siona

l

Develo

pmen

t

Universal

Targeted

Intensive Continuum of Support for

ALL “District: Literacy”

Dec 7, 2007

Bianchi M.S.

Ridley H.S.

Serrota E.S.

Trek E.S.

Davidson M.S.

LeMond. E.S.

Masi H.S.

Supports  for  districts  are  mulE-­‐Eered  

Look M.S.

Jamis E.S.

Schwinn M.S.

Tech

nical

Assist

ance

Universal

Targeted

Intensive Intensity, frequency, precision,

expertise, etc. of coaching,

data collection, performance feedback, embedded professional

development, administrative supervision, evaluation, etc. will

match intensity of required support

Continuum of Technical

Assistance

26 Sep 2013

Theory of Action &

Teaching Academic &

Social Behavior

Establishing Stimulus

Control

Teaching Academics & Behaviors

DEFINE Simply

MODEL

PRACTICE In Setting

ADJUST for Efficiency

MONITOR & ACKNOWLEDGE

Continuously

Establishing Stimulus Control

Teaching Matrix

SETTING

All Settings Hallways Playgrounds Cafeteria

Library/ Compute

r Lab Assembly Bus

Respect Ourselves

Be on task. Give your best effort.

Be prepared.

Walk. Have a plan. Eat all your

food. Select healthy foods.

Study, read,

compute. Sit in one

spot. Watch for your stop.

Respect Others

Be kind. Hands/feet

to self. Help/share

with others.

Use normal voice

volume. Walk to right.

Play safe. Include others.

Share equipment.

Practice good table manners

Whisper. Return books.

Listen/watch. Use

appropriate applause.

Use a quiet voice.

Stay in your seat.

Respect Property

Recycle. Clean up after self.

Pick up litter.

Maintain physical space.

Use equipment properly.

Put litter in garbage can.

Replace trays &

utensils. Clean up

eating area.

Push in chairs. Treat books

carefully.

Pick up. Treat chairs

appropriately.

Wipe your feet. Sit

appropriately.

Exp

ecta

tions

1. SOCIAL SKILL

2. NATURAL

CONTEXT

3. BEHAVIOR

EXAMPLES

Establishing Stimulus Control

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity

Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures

Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response

Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response

Universal Interventions • All students • Preventive, proactive

Universal Interventions • All settings, all students • Preventive, proactive

Responsiveness to Intervention

Academic Systems Behavioral Systems

Circa 1996

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Integrated Continuum

Mar 10 2010

Academic Continuum

Behavior Continuum

Algozzine, B., Wang, C., & Violette, A. S. (2011). Reexamining the relationship between academic achievement and social behavior. Journal of Positive Behavioral Interventions, 13, 3-16.

Burke, M. D., Hagan-Burke, S., & Sugai, G. (2003). The efficacy of function-based interventions for students with learning disabilities who exhibit escape-maintained problem behavior: Preliminary results from a single case study. Learning Disabilities Quarterly, 26, 15-25.

McIntosh, K., Chard, D. J., Boland, J. B., & Horner, R. H. (2006). Demonstration of combined efforts in school-wide academic and behavioral systems and incidence of reading and behavior challenges in early elementary grades. Journal of Positive Behavioral Interventions, 8, 146-154.

McIntosh, K., Horner, R. H., Chard, D. J., Dickey, C. R., and Braun, D. H. (2008). Reading skills and function of problem behavior in typical school settings. Journal of Special Education, 42, 131-147.

Nelson, J. R., Johnson, A., & Marchand-Martella, N. (1996). Effects of direct instruction, cooperative learning, and independent learning practices on the classroom behavior of students with behavioral disorders: A comparative analysis. Journal of Emotional and Behavioral Disorders, 4, 53-62.

Wang, C., & Algozzine, B. (2011). Rethinking the relationship between reading and behavior in early elementary school. Journal of Educational Research, 104, 100-109.

Academic-Behavior Connection

Culture & context in

PBIS implementation

Schools are diverse,

interesting, & multi-

cultural!

Local  context  defined  by……  

Gender  

Family  Structure  

Sexual  OrientaEon  

Language  

Values  &  Beliefs  

SES  

PoliEcal  AffiliaEon  

Racial  IdenEty  

NaEonality  

Immigrant  Status  

Religion  

GeneraEon  Disability  

Career  

RecreaEon  

Ethnicity  

Neighborhood  Work  

Define  culture  

differently  Philosophers  

Sociologists  

Psychologists  

Anthropologists  

PoliEcal  ScienEsts  

Historians  

Educators  

What  do  behaviorists  say  about  culture?  

“No  degree  of  knowledge  about  the  characterisEcs  of  groups  or  cultures  can  subs+tute  for  the  analysis  of  the  acEons  of  a  given  individual  in  their  historical  &  situaEonal  context  because  no  two  members  of  any  group  are  socialized  in  exactly  the  same  way”    Hayes  &  Toarmino,  1995  

“A  culture  evolves  when  

pracEces…  contribute  to  the  success  

of  the  pracEcing  group  in  solving  its  problems”  Skinner,  1981  

“Students w/ disabilities are almost 2x as likely to be suspended from school as nondisabled students, w/ the highest rates among black children w/ disabilities.”

NYTimes, M. Rich Aug 7 2012

•  13% w/ v. 7% w/o •  1 in 4 black K-12 students

High suspension correlated w/ •  Low achievement •  Dropout •  Juvenile incarceration

>1 Susp. 1 Year

•  1 in 6 black •  1 in 13 Amer Indian •  1 in 14 Latinos •  1 in 20 Whites

Not correlated w/ race of staff

Dan Losen & Jonathan Gillespie Center for Civil Rights Remedies at UCLA

References  •  Fallon,  L.  M.,  O’Keeffe,  B.  V.,  &  Sugai,  G.  (2012).    ConsideraEon  of  

culture  and  context  in  School-­‐wide  PosiEve  Behavior  Support:  A  review  of  current  literature.  Journal  of  Posi+ve  Behavior  Interven+ons,  14,  209-­‐219,  doi:  10.1177/1098300712442242  

•  Sugai,  G.,  O’Keeffe,  B.  V.,  &  Fallon,  L.  M.  (2012).    A  contextual  consideraEon  of  culture  and  school-­‐wide  posiEve  behavior  support.  Journal  of  Posi+ve  Behavior  Interven+ons,  14,  197-­‐208,  10.1177/1098300711426334  

•  Vincent,  C.  G.,  Randall,  C.,  Cartledge,  G.,  Tobin,  T.  J.  &  Swain-­‐Bradway,  J.  (2011).  Toward  a  conceptual  integraEon  of  cultural  responsiveness  and  school-­‐wide  posiEve  behavior  support.  Journal  of  Posi+ve  Behavior  Interven+ons,  13,  219-­‐229.  

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Literature  Review  Summary  

SWPBS  can  be  adapted  easily  to  diverse  schools  &  cultural  norms  

SWPBS  promotes  the  most  frequently  recommended  strategies  from  descripEve  literature  

More  experimental  research  needed  

Fallon, O’Keeffe, & Sugai 2012

Culture  =    

Group  of  individuals  

Overt/verbal  behavior  

Shared  learning  history  

DifferenEates  1  group  from  others  

PredicEng  future  behavior    

Flexible,  dynamic,  &    changed/shaped  over  Eme  &  across  generaEons  &  sekng.  

CollecEon  of  learned  behaviors,  maintained  by    similar  social  &  environmental  conEngencies  

Sugai, O’Keeffe, & Fallon 2012

SYST

EMS

PRACTICES

DATA

OUTCOMES

Vincent, Randall, Cartledge, Tobin, & Swain-Bradway 2011; Sugai, O’Keeffe, & Fallon, 2012ab

Supporting Important Culturally Equitable Academic & Social

Behavior Competence

Supporting Culturally Relevant Evidence-based Interventions

Supporting Culturally

Knowledgeable Staff Behavior

Supporting Culturally Valid Decision Making

システム

実　践

データ

成　果

Vincent, Randall, Cartledge, Tobin, & Swain-Bradway 2011; Sugai, O’Keeffe, & Fallon, 2012ab

地域の文化、価値観を重視した、学業、社会的行動の目標を設定するこ

とを支援する

地域や学校の文化、価値観、エビデンスにもとづいた介入を支援する

スタッフが地域や学校の文化、価値観の重要性を知り、それをシステムに組み込むことを支援する

地域や学校の文化、価値観にとって妥当な測定や意思決定ができるように支援する

SYST

EMS

PRACTICES

DATA

Training +

Coaching +

Evaluation

Cultural/Context  ConsideraLons  

Improve  “Fit”  

Start  w/  effecEve,  efficient,  &  relevant,  doable  

Prepare  &  support  

implementaEon  

Implementation Fidelity

Maximum Student

Outcomes

Maximum Student

Outcomes

BASIC PBIS LOGIC 3

Chapter 8 Policy, Practice and People: Building Shared Support for School Behavioral Health Joanne Cashman, Mariola Rosser, and Patrice Linehan, with the Stakeholder Advisory to the ISF

Chapter 9 Understanding the Complexity of the Children and Families We Serve Krista Kutash and Al Duchnowski

Commentary on the ISF

Ecological Principles for Interconnecting School Mental Health and PBIS: Focusing on What Matters Most Marc Atkins

Appendices

Appendix A Survey on School Readiness for Interconnecting Positive Behavior Interventions and Supports and School Mental Health Vittoria Anello and Mark Weist

Appendix B Building an Inclusive Community of Practice: Four Simple Questions

Appendix C Implementation Guide: Funding

Appendix D Implementation Guide: Evaluation Tools Appendix E Implementation Guide: District and Community Leadership Teams

Appendix F Selecting Mental Health Interventions with a PBIS Approach Robert Putnam, Susan Barrett, Lucille Eber, Tim Lewis, and George Sugai

179-209

210-229

230-237

238-242

243-244

245-246

247-248

249-250

251-265

2TABLE OF CONTENTSContributing Authors Advisory to the ISF Meeting/Monograph Preface Overview Advancing Education Effectiveness: Interconnecting School Mental Health and School-wide Positive Behavior Support Susan Barrett, Lucille Eber, and Mark Weist, Editors

Chapter 1 An Introduction to the Interconnected Systems Framework Lucille Eber, Mark Weist, and Susan Barrett Chapter 2 Considerations for a School Mental Health Implementation Framework George Sugai and Sharon Stephan

Chapter 3 The Role of School Level Systems in the Interconnecting School Mental health and School-wide Positive Behavior Support Nancy A. Lever and Robert Putnam

Chapter 4 School Level Practices Steven W. Evans, Brandi Simonsen, and Ginny Dolan

Chapter 5 Interconnecting School and Mental Health Data to Improve Student Outcomes Dan Maggin and Carrie Mills

Chapter 6 The District/Community role in Advancing the Interconnected Systems Framework Mark Sander, Kathy Lane, Mark Vinciquerra, Jeanne Davis, Kelly Perales, and Rob Horner Chapter 7 Advancing the ISF in States Carl E. Paternite and Erin Butts

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v-vi

vii-viii

1-2

3-28

29-60

61-85

86-107

108-135

136-154

155-178

ADVANCING EDUCATION

EFFECTIVENESS:

INTERCONNECTING SCHOOL MENTAL HEALTH

AND SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT

EDITORS: SUSAN BARRETT, LUCILLE EBER

& MARK WEIST

Consideration

Conclusions

1. Consider interaction of learning histories

2. Support all to support individuals

3. Work from a defendable theory of action

4. Give priority to selection of evidence-based practices

5. Work as team & use data for decisions

6. Invest in building local capacity for fidelity implementation

7. Decide based on student benefit

8. Do less to get more < = >

ORGANIZATION = group of individuals whose collective

behaviors are directed toward common goal & maintained by a

common outcome.

B.F. Skinner, 1953, Science of Human Behavior

PBIS

11/15/13

8

PBIS Leadership Forum

Chicago, IL Oct 29-30, 2014

Northeast PBIS

Mystic, CT May 22-23, 2014

Association PBIS

Chicago, IL Mar 6-8, 2014

Upcoming PBIS-related Events George.sugai@uconn.edu www.pbis.org

Robh@uoregon.edu LewisTJ@missouri.edu